Management: Difference between revisions
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* Level & Step reviews are not done or are not structured according to SGMM rules. | * Level & Step reviews are not done or are not structured according to SGMM rules. | ||
* Manager is not aware of needed open positions | * Manager is not aware of needed open positions to achieve the department's objectives. | ||
* Knowledge-sharing is not encouraged. | |||
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* Evaluations are done according to SGMM rules. | * Evaluations are done according to SGMM rules. Identifies the team's strength in terms of knowledge and reports frequently on it. | ||
* Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI) | * Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI) | ||
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* Evaluations are done according to SGMM, and K-POCs are set | * Evaluations are done according to SGMM, and K-POCs are set up in the system with SMART goals. The manager possesses strong knowledge gap awareness and designs and implements knowledge-related initiatives to mitigate such gaps. | ||
* Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI) | * Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI) | ||
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* Evaluations are done according to SGMM rules. | * Evaluations are done according to SGMM rules. The manager constantly assesses and improves the KAI, communicates with the team, and reports on it to senior management. | ||
* All subordinates have a clear K-POC with SMART goals set | * All subordinates have a clear K-POC with SMART goals set up in the system, and the manager frequently communicates with them regarding objectives achievement. Promotes a knowledge-sharing culture within the team. | ||
* Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI). The manager knows exactly what to test in each candidate in terms of knowledge and skills to fill in open positions | * Open positions in the department are mapped and with clear Responsibilities and Accountabilities and the needed set of knowledge (KAI). The manager knows exactly what to test in each candidate in terms of knowledge and skills to fill in open positions | ||
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* Evaluations are done according to SGMM rules. | * Evaluations are done according to SGMM rules. Defines the team's competitive advantage based on knowledge and can extract the best out of every team member through coaching. | ||
* All subordinates have a clear K-POC with SMART goals set | * All subordinates have a clear K-POC with SMART goals set up in the system, and the manager frequently communicates with them regarding objectives achievement. Promotes a knowledge-sharing culture within the team and cross-team. | ||
* Open positions in the department are mapped and with clear Responsibilities and Accountabilities and needed set of knowledge (KAI). The manager knows exactly what to test in each candidate in terms of knowledge and skills to fill in open positions | * Open positions in the department are mapped and with clear Responsibilities and Accountabilities and the needed set of knowledge (KAI). The manager knows exactly what to test in each candidate in terms of knowledge and skills to fill in open positions | ||
|- style="font-size:12px;" | |- style="font-size:12px;" | ||
| Achievement / Performance | | Achievement / Performance | ||
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* Growth expectations are not clear to subordinates. | * The Manager achieves Grade 2 in the overall Department KAI. | ||
* Growth expectations are not clear to subordinates. The team understands the concept of the KAI but doesn’t understand what's expected of them in terms of knowledge development. | |||
* The team shows a lack of progression and does not have set-up K-POCS. | * The team shows a lack of progression and does not have set-up K-POCS. | ||
* Workforce planning is not done and hiring is on-demand (firefighting). | * Workforce planning is not done and hiring is on-demand (firefighting). | ||
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* Subordinates are aware of what's needed to grow and the managers sometimes help their teammates overcome obstacles, resolve blockers, and complete work tasks. | * The Manager achieves Grade 3 and 4 in the overall Department KAI. | ||
* Subordinates are aware of what's needed to grow and the managers sometimes help their teammates overcome obstacles, resolve blockers, and complete work tasks. The team knows understands and strives to develop the KAI of their roles. | |||
* The team shares knowledge in a non-structured way. | |||
* Gives or shares credit where due when working on common projects with other managers. | * Gives or shares credit where due when working on common projects with other managers. | ||
* K-POCs are still solely the responsibility of the subordinates. The Manager doesn't act on them in order to help the achievement. | * K-POCs are still solely the responsibility of the subordinates. The Manager doesn't act on them in order to help the achievement. | ||
* Workforce planning and hiring process are reactive and planned with uncertainty. | * Workforce planning and hiring process are reactive and planned with uncertainty. | ||
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* Consistently helps their subordinates to overcome obstacles, resolve blockers, and complete work tasks. | * The Manager achieves Grade 3 and 4 in the overall Department KAI. | ||
* Consistently helps their subordinates to overcome obstacles, resolve blockers, and complete work tasks. The team is empowered to be constantly developing the KAI of their roles and knowledge sharing occurs in a structured way. | |||
* Gives or shares credit where due when working on common projects with other managers. | * Gives or shares credit where due when working on common projects with other managers. | ||
* Manager successfully guides employees for them to achieve their K-POCs so growth is constant in the department. | * Manager successfully guides employees for them to achieve their K-POCs so growth is constant in the department. | ||
* Desirable turnover occurs reactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. | * Desirable turnover occurs reactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. | ||
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* The whole team has a successful record of leveling | * The Manager achieves Grade 5 in the overall Department KAI for Concepts. | ||
* The whole team has a successful record of leveling up and stepping up. | |||
* The Manager avoids stagnation through coaching and mentoring. | * The Manager avoids stagnation through coaching and mentoring. | ||
* Consistently works with other managers to support each other. Ensures that credit is shared and given where due. | * Consistently works with other managers to support each other. Ensures that credit is shared and given where due. Knowledge sharing is structured, monitored, and measured | ||
* Desirable turnover occurs proactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. | * Desirable turnover occurs proactively: an employee whose performance falls below the company’s expectations is replaced by someone whose performance meets or exceeds expectations. | ||
* Hiring process is usually successful due to the correct role definition. | * Hiring process is usually successful due to the correct role definition. | ||
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* K-POCs cycle | * The Manager achieves Grade 5 the overall Department KAI. | ||
* Subordinates are empowered and responsible/accountable for their development plan. | * K-POCs cycle is constantly being achieved and the manager successfully communicates the progress, providing directions and context, and promoting a high-performance team. | ||
* Subordinates are empowered and responsible/accountable for their development plan. The team is empowered to be constantly sharing knowledge in a structured way, the department's KAI is achieved in every role and the team's knowledge management strategy aids a competitive advantage to the business. | |||
* Consistently works across the organization to enable teams to support each other. Ensures that credit is shared and given where due. | * Consistently works across the organization to enable teams to support each other. Ensures that credit is shared and given where due. | ||
* The manager embraces turnover in terms of being capable of taking the best out of the employees while they are in the company and capable of managing employees leaving and coming in a healthy way. | * The manager embraces turnover in terms of being capable of taking the best out of the employees while they are in the company and capable of managing employees leaving and coming in a healthy way. |
Revision as of 06:09, 7 July 2021
Levels & Steps
We currently have four Levels for our Management Path. Each one of the levels is expected to have different leadership traits as we explored in the chapter Leadership.
In the Management Path, there are also four steps per level that you can grow into. To move up from one step to the other it’s evaluated the authority and involvement regarding:
Level 1 - Our pace setters
Technical Leadership
Technical Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
RACI | Completeness / Core Duties |
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Achievement / Performance |
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Ceremonies | Completeness / Core Duties |
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Achievement / Performance |
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Business Leadership
Capability Definition
- General Factors
Score | Definition | |
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1 | Limited | Has a basic understanding of their team's overall domain and SG strategic plan. Lacks understanding of his/her team's technical domain or do not possess the needed technical knowledge to succeed. |
2 | Intermediate | Has a complete understanding of their team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of their team's technical domain but lacks judgement on how to apply technical skills on projects and when delegating tasks. |
3 | Experienced | Has a thorough understanding of their team's overall domain, how it's built in the strategic map and how it contributes to overall business strategy. Has a thorough understanding of their team's technical domain, and has a complete understanding of adjacent teams' technical domains. It’s capable of successfully delegate and evaluate tasks and cross-department projects, |
4 | Exceptional | Has a thorough understanding of the entire business, including all department's technical domains, and how they co-relate to each other. |
- Internal Factors
Score | Definition | |
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1 | Limited | Has a basic organizational understanding of company’s business, industry, and market space. Has a basic understanding of adjacent teams' business domains. |
2 | Intermediate | Has a complete organizational understanding of company’s business industry, and market space. Strong knowledge of adjacent teams' business domains. |
3 | Experienced | Has a thourough organizational understanding of company’s business industry, and market space. Has a thorough understanding of adjacent teams' strategies and how they map to their team and interaction points. |
4 | Exceptional | Has a thorough understanding of the entire business including all department's domains, industry and market space. |
Capability Scoring
Capability | Definition | Criteria | Score | Additional Comment |
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Incomplete | Manager has no strategic involvement due to incomplete approach | General Factors | 1 | N/A |
Internal Factors | 1 | |||
Initial | Manager's Strategic involvement is based on intuitive action - not organized, not explanable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is succesfully working and communicating on department's strategy - proven record | General Factors | 2 or 3 | Scores 3 in at least one criteria |
Internal Factors | 2 or 3 | |||
Defined | Manager is constantly working on department's and cross-department's succesfully communicating and providing strategic guidance | General Factors | 3 or 4 | Scores 4 in at least one critera |
Internal Factors | 3 or 4 | |||
Optimal | Manager works on organizational strategic matters and provides context at all levels | General Factors | 4 | N/A |
Internal Factors | 4 |
Opportunity Definition
Opportunity Category | Definition | Scope |
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Experience | Learning and knowledge that come from on-the-job experiences, equipping managers with the opportunity to discover and develop job related skills, addressing challenges, and learning from their mistakes. Through working in cross-department projects, contact with stakeholders and complex tasks, managers build the knowledge of how their role reflects on and is affected by the roles of others. | * Projects and Task complexity |
Exposure | Shared based learning sees the managers working closely together with team members and other managers, under a more collaborative and co-operative approach, with constant support, monitoring and feedback providing. This supportive element assists in making learning self driven and more autonomous. | * Coaching and mentoring, * Ability to reinvent him/herself when facing role changes |
Education | Learning and knowledge that come from a more formalized approach to learning, with courses, formal training and e-learning. | * Formal courses |
Opportunity Scoring
Opportunity Category | Definition | Incomplete | Initial | Managed | Defined | Optimal |
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Experience | Project & Task Complexity | Works on projects of limited scope in their own department –does not demonstrate ability and knowledge to participate in cross-department initiatives | Works on projects of moderate scope, including cross-department initiatives. Lacks understanding to notice dependencies. | Works on projects of diverse scope in his/her department and cross-department (proven record of success), promotes alignment and ensures dependencies are noticed. | Works on unique tasks and cross-department projects. Ensures organizational alignment. | Works on projects that directly impact business success and investments. It’s accountable for organization-wide initiatives. |
Exposure | Coaching & Mentoring | Feedback is clear, and constructive. Lacks sense of time which does not prompt reflection or further action. | Feedback is clear, constructive and timely prompting further action. Majority of feedback is informal. | Clear, constructive and timely feedback is part of the department’s routine. Majority of feedback is formal. | Clear, constructive and timely feedback is formally recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. | Clear, constructive and timely feedback is recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. |
Ability to reinvent him/herself | Does not find the skills and strengths to cope with fast needed changes and challenges (bounce back) | Possess the skills and strengths to cope with new challenges. Overcomes adversities without a clear action plan (disorganized growth due to lack of understanding of the new picture) | Understands the new picture and traces an action plan to conquer new challenges. Does it in a structured way. | Completely understands the new picture and traces action plans. Always overcomes adversities that come from fast changes and effectively manages new challenges using them as a tool for growth. | Taps into inner resources, skills and strengths to constantly overcome adversities from fast changes. Always makes sense of past experiences, has a proven record of reinventing him/herself and uses new challenges as a tool for growth | |
Score | 1 | 1 and 2 | 2 and 3 | 3 and 4 | 4 |
Career Management Leadership
Career Management Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Workforce Planning & Development |
Completeness / Core Duties |
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Achievement / Performance |
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Adaptive Leadership
Adaptive Leadership | ||||||
Perspective | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Get on the Balcony | Ability to view the situation and the responses of participants from a mental “balcony”, from which one can see patterns, minimize one's own emotional responses and react (or not!) in ways that will help the other employees engage in the adaptive challenge. |
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Space - Doesn't understand what's going on in the room/meeting/situation and cannot distinguish expected and unexpected situations. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations and very often reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly. | ||
Identify Adaptive Challenges | Ability to identify challenges that require people to learn new ways of doing things, change their attitudes, values, and norms, and adopt an experimental mindset. |
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Regulate Distress | Ability to enable employees to see the need for change, while ensuring they do not become overwhelmed by the change itself |
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Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue |
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Give the work back to the people | Ability to place the work where it belongs, being willing to be part of the challenge rather than directing its solution by providing answers from a position of formal authority |
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Protect the voices from below | Ability to give voice to all people willing to experiment and learn. Incentives original voices that routinely got discouraged or silenced in the organization even if they are not as articulate as one would wish. |
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Level 2 - Our coaches
Technical Leadership
Technical Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
RACI | Completeness / Core Duties |
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Achievement / Performance |
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Ceremonies | Completeness / Core Duties |
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Achievement / Performance |
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Business Leadership
Capability Definition
- General Factors
Score | Definition | |
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1 | Limited | Has a basic understanding of their team's overall domain and SG strategic plan. Lacks understanding of his/her team's technical domain or do not possess the needed technical knowledge to succeed. |
2 | Intermediate | Has a complete understanding of their team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of their team's technical domain but lacks judgement on how to apply technical skills on projects and when delegating tasks. |
3 | Experienced | Has a thorough understanding of their team's overall domain, how it's built in the strategic map and how it contributes to overall business strategy. Has a thorough understanding of their team's technical domain, and has a complete understanding of adjacent teams' technical domains. It’s capable of successfully delegate and evaluate tasks and cross-department projects, |
4 | Exceptional | Has a thorough understanding of the entire business, including all department's technical domains, and how they co-relate to each other. |
- Internal Factors
Score | Definition | |
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1 | Limited | Has a basic organizational understanding of company’s business, industry, and market space. Has a basic understanding of adjacent teams' business domains. |
2 | Intermediate | Has a complete organizational understanding of company’s business industry, and market space. Strong knowledge of adjacent teams' business domains. |
3 | Experienced | Has a thourough organizational understanding of company’s business industry, and market space. Has a thorough understanding of adjacent teams' strategies and how they map to their team and interaction points. |
4 | Exceptional | Has a thorough understanding of the entire business including all department's domains, industry and market space. |
Capability Scoring
Capability | Definition | Criteria | Score | Additional Comment |
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Incomplete | Manager has no strategic involvement due to incomplete approach | General Factors | 1 | N/A |
Internal Factors | 1 | |||
Initial | Manager's Strategic involvement is based on intuitive action - not organized, not explanable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is succesfully working and communicating on department's strategy - proven record | General Factors | 2 or 3 | Scores 3 in at least one criteria |
Internal Factors | 2 or 3 | |||
Defined | Manager is constantly working on department's and cross-department's succesfully communicating and providing strategic guidance | General Factors | 3 or 4 | Scores 4 in at least one critera |
Internal Factors | 3 or 4 | |||
Optimal | Manager works on organizational strategic matters and provides context at all levels | General Factors | 4 | N/A |
Internal Factors | 4 |
Opportunity Definition
Opportunity Category | Definition | Scope |
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Experience | Learning and knowledge that come from on-the-job experiences, equipping managers with the opportunity to discover and develop job related skills, addressing challenges, and learning from their mistakes. Through working in cross-department projects, contact with stakeholders and complex tasks, managers build the knowledge of how their role reflects on and is affected by the roles of others. | * Projects and Task complexity |
Exposure | Shared based learning sees the managers working closely together with team members and other managers, under a more collaborative and co-operative approach, with constant support, monitoring and feedback providing. This supportive element assists in making learning self driven and more autonomous. | * Coaching and mentoring, * Ability to reinvent him/herself when facing role changes |
Education | Learning and knowledge that come from a more formalized approach to learning, with courses, formal training and e-learning. | * Formal courses |
Opportunity Scoring
Opportunity Category | Definition | Incomplete | Initial | Managed | Defined | Optimal |
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Experience | Project & Task Complexity | Works on projects of limited scope in their own department –does not demonstrate ability and knowledge to participate in cross-department initiatives | Works on projects of moderate scope, including cross-department initiatives. Lacks understanding to notice dependencies. | Works on projects of diverse scope in his/her department and cross-department (proven record of success), promotes alignment and ensures dependencies are noticed. | Works on unique tasks and cross-department projects. Ensures organizational alignment. | Works on projects that directly impact business success and investments. It’s accountable for organization-wide initiatives. |
Exposure | Coaching & Mentoring | Feedback is clear, and constructive. Lacks sense of time which does not prompt reflection or further action. | Feedback is clear, constructive and timely prompting further action. Majority of feedback is informal. | Clear, constructive and timely feedback is part of the department’s routine. Majority of feedback is formal. | Clear, constructive and timely feedback is formally recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. | Clear, constructive and timely feedback is recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. |
Ability to reinvent him/herself | Does not find the skills and strengths to cope with fast needed changes and challenges (bounce back) | Possess the skills and strengths to cope with new challenges. Overcomes adversities without a clear action plan (disorganized growth due to lack of understanding of the new picture) | Understands the new picture and traces an action plan to conquer new challenges. Does it in a structured way. | Completely understands the new picture and traces action plans. Always overcomes adversities that come from fast changes and effectively manages new challenges using them as a tool for growth. | Taps into inner resources, skills and strengths to constantly overcome adversities from fast changes. Always makes sense of past experiences, has a proven record of reinventing him/herself and uses new challenges as a tool for growth | |
Score | 1 | 1 and 2 | 2 and 3 | 3 and 4 | 4 |
Career Management Leadership
Career Management Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Workforce Planning & Development |
Completeness / Core Duties |
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Achievement / Performance |
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Adaptive Leadership
Adaptive Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Get on the Balcony | Ability to view the situation and the responses of participants from a mental “balcony”, from which one can see patterns, minimize one's own emotional responses and react (or not!) in ways that will help the other employees engage in the adaptive challenge. |
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Space - Doesn't understand what's going on in the room/meeting/situation and cannot distinguish expected and unexpected situations. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations and very often reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly. | ||
Identify Adaptive Challenges | Ability to identify challenges that require people to learn new ways of doing things, change their attitudes, values, and norms, and adopt an experimental mindset. |
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Regulate Distress | Ability to enable employees to see the need for change, while ensuring they do not become overwhelmed by the change itself |
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Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue |
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Give the work back to the people | Ability to place the work where it belongs, being willing to be part of the challenge rather than directing its solution by providing answers from a position of formal authority |
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Protect the voices from below | Ability to give voice to all people willing to experiment and learn. Incentives original voices that routinely got discouraged or silenced in the organization even if they are not as articulate as one would wish. |
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Level 3 – Our visionaries and servant leaders
Technical Leadership
Technical Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
RACI | Completeness / Core Duties |
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Achievement / Performance |
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KAI | Completeness / Core Duties |
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Achievement / Performance |
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Ceremonies | Completeness / Core Duties |
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Achievement / Performance |
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Business Leadership
Business Leadership
Capability Definition
- General Factors
Score | Definition | |
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1 | Limited | Has a basic understanding of their team's overall domain and SG strategic plan. Lacks understanding of his/her team's technical domain or do not possess the needed technical knowledge to succeed. |
2 | Intermediate | Has a complete understanding of their team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of their team's technical domain but lacks judgement on how to apply technical skills on projects and when delegating tasks. |
3 | Experienced | Has a thorough understanding of their team's overall domain, how it's built in the strategic map and how it contributes to overall business strategy. Has a thorough understanding of their team's technical domain, and has a complete understanding of adjacent teams' technical domains. It’s capable of successfully delegate and evaluate tasks and cross-department projects, |
4 | Exceptional | Has a thorough understanding of the entire business, including all department's technical domains, and how they co-relate to each other. |
- Internal Factors
Score | Definition | |
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1 | Limited | Has a basic organizational understanding of company’s business, industry, and market space. Has a basic understanding of adjacent teams' business domains. |
2 | Intermediate | Has a complete organizational understanding of company’s business industry, and market space. Strong knowledge of adjacent teams' business domains. |
3 | Experienced | Has a thourough organizational understanding of company’s business industry, and market space. Has a thorough understanding of adjacent teams' strategies and how they map to their team and interaction points. |
4 | Exceptional | Has a thorough understanding of the entire business including all department's domains, industry and market space. |
Capability Scoring
Capability | Definition | Criteria | Score | Additional Comment |
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Incomplete | Manager has no strategic involvement due to incomplete approach | General Factors | 1 | N/A |
Internal Factors | 1 | |||
Initial | Manager's Strategic involvement is based on intuitive action - not organized, not explanable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is succesfully working and communicating on department's strategy - proven record | General Factors | 2 or 3 | Scores 3 in at least one criteria |
Internal Factors | 2 or 3 | |||
Defined | Manager is constantly working on department's and cross-department's succesfully communicating and providing strategic guidance | General Factors | 3 or 4 | Scores 4 in at least one critera |
Internal Factors | 3 or 4 | |||
Optimal | Manager works on organizational strategic matters and provides context at all levels | General Factors | 4 | N/A |
Internal Factors | 4 |
Opportunity Definition
Opportunity Category | Definition | Scope |
---|---|---|
Experience | Learning and knowledge that come from on-the-job experiences, equipping managers with the opportunity to discover and develop job related skills, addressing challenges, and learning from their mistakes. Through working in cross-department projects, contact with stakeholders and complex tasks, managers build the knowledge of how their role reflects on and is affected by the roles of others. | * Projects and Task complexity |
Exposure | Shared based learning sees the managers working closely together with team members and other managers, under a more collaborative and co-operative approach, with constant support, monitoring and feedback providing. This supportive element assists in making learning self driven and more autonomous. | * Coaching and mentoring, * Ability to reinvent him/herself when facing role changes |
Education | Learning and knowledge that come from a more formalized approach to learning, with courses, formal training and e-learning. | * Formal courses |
Opportunity Scoring
Opportunity Category | Definition | Incomplete | Initial | Managed | Defined | Optimal |
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Experience | Project & Task Complexity | Works on projects of limited scope in their own department –does not demonstrate ability and knowledge to participate in cross-department initiatives | Works on projects of moderate scope, including cross-department initiatives. Lacks understanding to notice dependencies. | Works on projects of diverse scope in his/her department and cross-department (proven record of success), promotes alignment and ensures dependencies are noticed. | Works on unique tasks and cross-department projects. Ensures organizational alignment. | Works on projects that directly impact business success and investments. It’s accountable for organization-wide initiatives. |
Exposure | Coaching & Mentoring | Feedback is clear, and constructive. Lacks sense of time which does not prompt reflection or further action. | Feedback is clear, constructive and timely prompting further action. Majority of feedback is informal. | Clear, constructive and timely feedback is part of the department’s routine. Majority of feedback is formal. | Clear, constructive and timely feedback is formally recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. | Clear, constructive and timely feedback is recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. |
Ability to reinvent him/herself | Does not find the skills and strengths to cope with fast needed changes and challenges (bounce back) | Possess the skills and strengths to cope with new challenges. Overcomes adversities without a clear action plan (disorganized growth due to lack of understanding of the new picture) | Understands the new picture and traces an action plan to conquer new challenges. Does it in a structured way. | Completely understands the new picture and traces action plans. Always overcomes adversities that come from fast changes and effectively manages new challenges using them as a tool for growth. | Taps into inner resources, skills and strengths to constantly overcome adversities from fast changes. Always makes sense of past experiences, has a proven record of reinventing him/herself and uses new challenges as a tool for growth | |
Score | 1 | 1 and 2 | 2 and 3 | 3 and 4 | 4 |
Career Management Leadership
Career Management Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Workforce Planning & Development |
Completeness / Core Duties |
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Achievement / Performance |
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Adaptive Leadership
Adaptive Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Get on the Balcony | Ability to view the situation and the responses of participants from a mental “balcony”, from which one can see patterns, minimize one's own emotional responses and react (or not!) in ways that will help the other employees engage in the adaptive challenge. |
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Space - Doesn't understand what's going on in the room/meeting/situation and cannot distinguish expected and unexpected situations. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations and very often reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly. | ||
Identify Adaptive Challenges | Ability to identify challenges that require people to learn new ways of doing things, change their attitudes, values, and norms, and adopt an experimental mindset. |
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Regulate Distress | Ability to enable employees to see the need for change, while ensuring they do not become overwhelmed by the change itself |
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Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue |
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Give the work back to the people | Ability to place the work where it belongs, being willing to be part of the challenge rather than directing its solution by providing answers from a position of formal authority |
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Protect the voices from below | Ability to give voice to all people willing to experiment and learn. Incentives original voices that routinely got discouraged or silenced in the organization even if they are not as articulate as one would wish. |
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Level 4 – Our transformational leaders
Technical Leadership
Technical Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
RACI | Completeness / Core Duties |
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Achievement / Performance |
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KAI | Completeness / Core Duties |
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Achievement / Performance |
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Ceremonies | Completeness / Core Duties |
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Achievement / Performance |
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Business Leadership
Capability Definition
- General Factors
Score | Definition | |
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1 | Limited | Has a basic understanding of their team's overall domain and SG strategic plan. Lacks understanding of his/her team's technical domain or do not possess the needed technical knowledge to succeed. |
2 | Intermediate | Has a complete understanding of their team's domain, and how it contributes to the overall organization's strategy. Has a complete understanding of their team's technical domain but lacks judgement on how to apply technical skills on projects and when delegating tasks. |
3 | Experienced | Has a thorough understanding of their team's overall domain, how it's built in the strategic map and how it contributes to overall business strategy. Has a thorough understanding of their team's technical domain, and has a complete understanding of adjacent teams' technical domains. It’s capable of successfully delegate and evaluate tasks and cross-department projects, |
4 | Exceptional | Has a thorough understanding of the entire business, including all department's technical domains, and how they co-relate to each other. |
- Internal Factors
Score | Definition | |
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1 | Limited | Has a basic organizational understanding of company’s business, industry, and market space. Has a basic understanding of adjacent teams' business domains. |
2 | Intermediate | Has a complete organizational understanding of company’s business industry, and market space. Strong knowledge of adjacent teams' business domains. |
3 | Experienced | Has a thourough organizational understanding of company’s business industry, and market space. Has a thorough understanding of adjacent teams' strategies and how they map to their team and interaction points. |
4 | Exceptional | Has a thorough understanding of the entire business including all department's domains, industry and market space. |
Capability Scoring
Capability | Definition | Criteria | Score | Additional Comment |
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Incomplete | Manager has no strategic involvement due to incomplete approach | General Factors | 1 | N/A |
Internal Factors | 1 | |||
Initial | Manager's Strategic involvement is based on intuitive action - not organized, not explanable | General Factors | 1 or 2 | Scores 2 in at least one criteria |
Internal Factors | 1 or 2 | |||
Managed | Manager is succesfully working and communicating on department's strategy - proven record | General Factors | 2 or 3 | Scores 3 in at least one criteria |
Internal Factors | 2 or 3 | |||
Defined | Manager is constantly working on department's and cross-department's succesfully communicating and providing strategic guidance | General Factors | 3 or 4 | Scores 4 in at least one critera |
Internal Factors | 3 or 4 | |||
Optimal | Manager works on organizational strategic matters and provides context at all levels | General Factors | 4 | N/A |
Internal Factors | 4 |
Opportunity Definition
Opportunity Category | Definition | Scope |
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Experience | Learning and knowledge that come from on-the-job experiences, equipping managers with the opportunity to discover and develop job related skills, addressing challenges, and learning from their mistakes. Through working in cross-department projects, contact with stakeholders and complex tasks, managers build the knowledge of how their role reflects on and is affected by the roles of others. | * Projects and Task complexity |
Exposure | Shared based learning sees the managers working closely together with team members and other managers, under a more collaborative and co-operative approach, with constant support, monitoring and feedback providing. This supportive element assists in making learning self driven and more autonomous. | * Coaching and mentoring, * Ability to reinvent him/herself when facing role changes |
Education | Learning and knowledge that come from a more formalized approach to learning, with courses, formal training and e-learning. | * Formal courses |
Opportunity Scoring
Opportunity Category | Definition | Incomplete | Initial | Managed | Defined | Optimal |
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Experience | Project & Task Complexity | Works on projects of limited scope in their own department –does not demonstrate ability and knowledge to participate in cross-department initiatives | Works on projects of moderate scope, including cross-department initiatives. Lacks understanding to notice dependencies. | Works on projects of diverse scope in his/her department and cross-department (proven record of success), promotes alignment and ensures dependencies are noticed. | Works on unique tasks and cross-department projects. Ensures organizational alignment. | Works on projects that directly impact business success and investments. It’s accountable for organization-wide initiatives. |
Exposure | Coaching & Mentoring | Feedback is clear, and constructive. Lacks sense of time which does not prompt reflection or further action. | Feedback is clear, constructive and timely prompting further action. Majority of feedback is informal. | Clear, constructive and timely feedback is part of the department’s routine. Majority of feedback is formal. | Clear, constructive and timely feedback is formally recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. | Clear, constructive and timely feedback is recorded and the effect measured. Department’s possess a proven record of applying feedback ensuring overall growth. |
Ability to reinvent him/herself | Does not find the skills and strengths to cope with fast needed changes and challenges (bounce back) | Possess the skills and strengths to cope with new challenges. Overcomes adversities without a clear action plan (disorganized growth due to lack of understanding of the new picture) | Understands the new picture and traces an action plan to conquer new challenges. Does it in a structured way. | Completely understands the new picture and traces action plans. Always overcomes adversities that come from fast changes and effectively manages new challenges using them as a tool for growth. | Taps into inner resources, skills and strengths to constantly overcome adversities from fast changes. Always makes sense of past experiences, has a proven record of reinventing him/herself and uses new challenges as a tool for growth | |
Score | 1 | 1 and 2 | 2 and 3 | 3 and 4 | 4 |
Career Management Leadership
Career Management Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Workforce Planning & Development |
Completeness / Core Duties |
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Achievement / Performance |
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Leadership development is successful.
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Adaptive Leadership
Adaptive Leadership | ||||||
Criteria | Step A | Step 1 | Step 2 | Step 3 | Step 4 | |
Get on the Balcony | Ability to view the situation and the responses of participants from a mental “balcony”, from which one can see patterns, minimize one's own emotional responses and react (or not!) in ways that will help the other employees engage in the adaptive challenge. |
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Space - Doesn't understand what's going on in the room/meeting/situation and cannot distinguish expected and unexpected situations. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Occasionally reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations. Consistently reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations and very often reacts to them accordingly. |
Space - Understands what's going on in the room/meeting/situation and can distinguish expected and unexpected situations, always reacting to them accordingly. | ||
Identify Adaptive Challenges | Ability to identify challenges that require people to learn new ways of doing things, change their attitudes, values, and norms, and adopt an experimental mindset. |
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Regulate Distress | Ability to enable employees to see the need for change, while ensuring they do not become overwhelmed by the change itself |
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Maintain disciplined attention | Ability to counteract any type of distraction that prevent people from dealing with the adaptive issue |
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Give the work back to the people | Ability to place the work where it belongs, being willing to be part of the challenge rather than directing its solution by providing answers from a position of formal authority |
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Protect the voices from below | Ability to give voice to all people willing to experiment and learn. Incentives original voices that routinely got discouraged or silenced in the organization even if they are not as articulate as one would wish. |
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